| Despite research that has shown the effectiveness of using small-group instruction to improve reading skills, integrating this method of instruction has not been widely accepted by middle school educators. The purpose of this qualitative instrumental case study was to obtain an understanding of the factors that influence teachers to use small-group reading instruction in middle schools. The conceptual framework of this qualitative instrumental case study was constructivism. The research question focused on the experiences of a select group of teachers with implementing small-group reading instruction at specific middle schools. Factors that influenced a specific group of teachers in a midsized southern school district to use small-group reading instruction at the middle school level were included in this study. The 6-week study consisted of interviewing 14 middle school reading teachers from 4 middle schools. Qualitative data from interviews, document analysis, and digital journals were collected and analyzed, using member checking, triangulation, and thick, rich details to ensure trustworthiness and evidence of quality. Data were coded, stored, and further categorized based on typologies derived from the research question and interview questions. The findings of this study indicated the need for creating teacher-led teams to formulate site-based professional development and training in the use of small-group instruction at the middle school level. The implications for positive social change are the broadening of understanding of educators regarding the findings of this study in order to improve the achievement of students, particularly ethnically diverse students. |
